LB 

152.5 



JUST HOW 



AN AID 

TO THE USE OF 
WILLIAMS & ROGERS 

READING CHART 

TOOKE 



LIBRARY OF CONGRESS. 

Chap. , Copyright No. 

Shelf..tT.k-. 



UNITED STATES OF AMERICA. 



JUST HOW 



SUGGESTIVE POINTS FOR THE TEACHER 



TO BE USED WITH 



A READING CHART 



FOR 



FIRST YEAR'S WORK 



^*Thc love of nature, and its nearness to it, is the glory of 

childhood/' 



BY 



f/ -<^^ OF CO^^ 

MARY K TOOKE. . '^^'^^r <^^ 

T p MiQ 
J896. NC 2;;wASmH VV ^l H 



WILLIAMS & ROGERS, 
Rochester, N. Y. Chicago, III. 



V 



Copyright, 1896, 

BY 

Williams & Rogers. 



E. R. ANDREWS, PRINTER AND BOOKBINDER. 
ROCHESTER, N, Y. 



JUST HOW. 3 

Introduction^ 

TO the teacher in the country school, or by the shady 
village green, or in the crowded room of the city 
building, 

Greeting: 

In bringing this work before you I hope to bring 
you something of pleasure, inspiration and enthusiasm. 

That the chart will please the eye, both of teacher 
and children, I have no doubt. That it may inspire 
the teacher to higher excellence in her profession, is 
my earnest wish. That enthusiasm for nature study 
may lead to a genuine love for nature in all her beauti- 
ful and varied life, is largely the purpose of the chart. 

Why should not the child's first acquaintance with 
reading lessons be directly associated with the things 
that closely touch its life in the natural world, wherein 
it finds its delight and freedom ? 

The blooming flower, the singing bird, the insect 
that flits from place to place, are dear companions 
all, that fill a large place in the child's world. Too 
long have we separated the outdoor life from the life 
within the school-room. Let us be thankful for the 
better, brighter way now open for the teacher of to-day, 

Slowly, but surely, have we learned that all intel- 
lectual strength and moral power does not come 
through books. 

That every teacher for whose use the chart is pro- 
vided may find pleasure and positive benefit for 
herself and pupils, is the supreme wish of 

The Author. 



4 JUST HOW. 

General Directions^ 

Do not allow the chart to be handled pro- 
miscuously. Show your appreciation of beauti- 
ful things for the school-room by keeping them 
in as nice a condition as if they were private 
property. 

Remember you are a model for each child in 
your care, for personal appearance, and habits 
of neatness and cleanliness. 

Do not show pages of the chart until you are 
ready to present the lesson. 

Prepare yourself thoroughly in advance of 
every lesson. 

Do not commonize it by keeping one lesson 
too long before the pupils. 

At the end of each day's lesson drop the 
sheets of the chart until the title page is out- 
side. One of the leading features in the use of 
the kindergarten gifts and occupations is the 
withdrawal at a regular stated time, before the 
interest flags. 

Enter into the spirit of each lesson with enthu- 
siasm and be persevering in developing the 
child along the prescribed lines. 

Enlarge upon each suggestion, and enrich 
with any local effects at hand. 



JUST HOW. 5 

Word Building and Phonic DrilL 

The amount of word building- given is neces- 
sarily limited. It is used more as a suggestion 
than a prescribed lesson. It is expected that 
every teacher from these beginnings will formu- 
late groups of words independent of those given. 

For distinct enunciation and correct pronun- 
ciation, nothing is better than the phonic drill. 
This is so generally understood and practiced 
by teachers of to-day, that only this brief men- 
tion is necessary. It is also a means of cultivat- 
ing the ear to accuracy, and may be of excellent 
service in smoothing and softening qualities of 
voice. A daily drill should be an established 
factor. 

SEPTEMBER* 

Summer days have gone and early autumn is 
with us. The golden rod nods its yellow sprays 
along the highways, and clothes all wild ways of 
plain and valley in a glow of color. 

Fruit trees drop their abundant largess from 
boughs bent low. The fiower world revels in 
depths of color the summer never knew. Peace 
is upon the hills, and pleasantness fills all the 
charmed atmosphere. 



6 JUST HO W. 

Out on the fine September air is borne the 
sound of ringing- bells. The doors of the school- 
house stand open wide, and troops of children 
pass along the streets. Free life in the open air 
is exchanged for the orderly quiet of the school- 
room. 

The irksomeness of restraint after almost 
absolute freedom, must be remembered by the 
teacher who enters with keen sympathy into the 
lives of her pupils. Due allowance must be 
made for the restlessness and inattention of the 
first week. Never will patience and abundant 
cheerfulness stand you in better stead than dur- 
ing the time of this abrupt transition from happy 
out-of-door life to the restricted atmosphere of 
the ordinary school-room. 

In every instance the first thing to be gained 
is the good will and affection of the pupils. 
How to do this successfully each teacher must 
determine for herself. From the first there 
must be genuine giving of self before one can 
hope for results along these lines. Nothing 
insincere or feigned is accepted by the child. 
Now, if never before, you are in the presence of 
intuitions, true as heaven itself. 

Happy art thou, if by the various tempera- 
ments in your care thou art not found wanting. 



JUST HOW. 7 

Lesson L 

The lesson plan for September is to introduce 
the child to reading by means of the simplest 
things directly associated with the child's life, 
and appealing to the dominant senses. 

You wish first to become well acquainted 
with the little ones entering school for the first 
time. Talking should precede reading. Win 
their confidence at the outset. Talk with the 
children about the outdoor life around them. 
Take special notice of the flowers now in bloom, 
prominent among them all will be the golden 
rod. From flowers lead to fruits, the kinds, and 
where grown, what they like, and why. 

The aim is to quicken observation and develop 
correct expression, while strengthening general 
intelligence. Help them to see beauty in every 
simple thing around them. The color and frag- 
rance of fruit and flower — beauty of form and 
outline as well. 

At the beginning, talk with the little ones 
about the summer days just passed, the good 
times they had, the picnics, the swings, wading 
in the water, playing in the sand, and the games 
on the grass under the trees. Learn if anyone 
knows the name of the month. Take special 
notice of each child's reply. 

Nothing promotes sociability like sharing 



8 JUST HO W. 

something with another. Have apples enough 
to give each child one. Tell of the growth of 
the apple through the summer days, beginning 
with the pink blossoms in May. Make it a 
simple, graphic story. Speak of its form, color 
and uses. Draw from them the statements in 
the lesson on the chart. Then show how the 
same thought is expressed in print. Teach them 
that talking is a means of expressing thought, 
that printing is another way. 

Put a sentence on the blackboard in script — 
this is another way. Cut an apple in halves and 
show the seeds. The seeds are brown when the 
apple is ripe. Ask the children to bring apples 
for another day. Get new combinations of the 
same words in new sentences until they are 
familiar with general information about the 
apple. Use the blackboard freely, and when 
through with the lesson of the week, leave it 
and do not return to it. 

The apple is chosen for the lesson because it 
is easy to procure, has the simplest form, and is 
generally liked by all children. It gratifies the 
sense of taste which asserts itself prominently 
at this age. September is the month of fruits,, 
and the apple is a representative fruit. 



JUST HOW. 9 

LESSON IL 

This lesson represents the outdoor life which 
the child resigns on entering the school-room. 
The pail and shovel perchance have been its 
dear companions by the sea shore or the lake 
side through summer days. If it has had only 
the pile of sand in its own yard, which some 
parents wisely provide, or the mason's heap of 
sand in the vicinity of some new building, the 
associations and suggestions of a good time will 
be none the less vivid. 

The lesson indicates action and this always 
holds the attention. Children rarely weary of 
playing with shells. Plan for this lesson by 
having a talk on shells. No matter how simple 
a collection, it will be a beginning. Ask the 
children to bring them from home. Borrow 
some from any friend who will lend them. 
Small mixed packages may be had of any dealer 
in kindergarten supplies. 

Talk of the creatures whose home was the 
shell, — of the living things in the bottom of the 
lake or ocean. Have a box of sand in the school- 
room to which the children may have free 
access at suitable times. You will find it in- 
valuable in illustrating many stories and in lay- 
ing a foundation for correct geography later. 
Imprinting patterns in sand with shells, and 



10 JUST HOW, 

pebbles is a pleasure enjoyed by all little ones. 
Allow the pupils to do the things suggested in 
the lesson, then develop the sentences from 
them accordingly. 

LESSON IIL 

The sense of hearing is too often neglected in 
childhood. There are voices of nature peculiar 
to every season, but how many of us have the 
ear cultivated to distinguish the musical from 
the discordant? 

In the hush of a late September day, when 
one feels the sure withdrawing of summer, it is 
well to call the attention of the children to the 
sounds of insect life, the whispering of the wind 
in the trees, and the varied sounds of industry. 
Simply ask them to listen and tell what they 
hear. 

In the meadows and grassy by-ways the chirp 
of the cricket is heard like a pulse of nature. 
The quieting influence of this habit of learning 
from nature through the ear, as well as the eye 
is being more and more recognized. 

Have them search for the cricket and watch 
his ways, finding all they can about him before 
the lesson is presented, and they will delight 
you with the expressions in printed and written 
sentences. 



yUST HO W. 11 

When cold weather comes the cricket loves 
the fire and is often found by the fireplace. 
Once a great author told a beautiful story of 
" The Cricket on the Hearth," and many people 
in all lands have enjoyed reading it. 

Stories and poems about the cricket are found 
in several books for children, and follow the 
lesson appropriately. 

REVIEW LESSON. 

This may be amplified at the teacher's discre- 
tion bringing in sentences the children have given 
as well as those on the page. It is intended for 
a memory drill, of recognition of sentences un- 
aided by the illustrations. Blackboard and 
slate work can be most successfully blended 
with this review. 

SEPTEMBER. 

The golden rod is yellow, 
The corn is turning brown ; 

The trees in apple orchards 
With fruit are bending down. 

The gentian's bluest fringes 

Are curling in the sun; 
In dusty pods the milkweed 

Its hidden silk has spun. 



12 JUST HO W. 

The sedges flaunt their harvest 

In every meadow nook, 
And asters by the brook-side, 

Make asters in the brook. 

From dewy lanes at morning, 
The grapes sweet odors rise; 

At noon the roads all flutter 
With yellow butterflies. 

By all these lovely tokens 

September days are here. 
With summer's best of weather, 

And autumn's best of cheer. 

— H. H. 

OCTOBER. 

How beautiful is this month ! Poems of color 
are all about us. Many a shrub is a burning 
bush, and pictures of wondrous beauty greet us 
on every hand. 

What a feast for the eyes after the dull walls 
of the school-room with its blackboards and 
crayons. Why should not little children be 
taught that a generous portion of all this charm 
of nature is for them to enjoy and appreciate ? 
that it belongs in their education as much as 
number or spelling? Teach them to understand 
that the beauty around them is a precious gift 
of the Father to make life gladder and happier, 



JUST HOW. 13 

and the influence of such teaching will be shown 
in gentle actions, and kindly ways. 

Measure, if you can, the difference between 
reaching a child's best nature in this way, and 
molding its conduct toward the highest in 
character, or the other way that obtains obe- 
dience only by saying '' Do this thing or that, 
because I say so'' 

The maples fling down their crimson leaves 
at our feet. The winds are soft, while every 
hilltop is a blaze of color and every valley 
glows with light. 

Your pupils bring handfuls of bright leaves 
for you to admire ; gay bunches from the yellow 
beech, the rich maroon of the oak, and russet 
brown of many others. Fail not to receive 
their offerings with true courtesy. Direct their 
attention to the lovely merging of one season 
into another. Autumn comes with shortening 
days and gifts of color everywhere. Shadows 
grow long and deepen. There is a glory of 
color in the sunset the summer never knew. 



Lesson L 

Children love colors and will be interested to 
find as many as they can in leaves and flowers. 
They will soon notice that red is found more 



14 JUST HOW, 

often among the maples than with other kinds of 
trees. Teach them to see the blending- of color 
in the landscape with the autumn changes. 

The bright leaves that are perfect in shape 
may be pressed and arranged for pretty decor- 
ations in the school-room. 

The work of the leaf is not done. The rain 
loosens it from its stem, the wind whirls it 
about and drifts it down for a soft covering for 
the sleeping plant and waiting seed. 

The thought of this lesson is so vivid, sen- 
tences will be easily developed from the pupils. 

LESSON II. 

One field lesson, and more if practicable, 
should be planned for the park or woods 
during this fair autumn month. 

Birds are chirping together in flocks prepar- 
ing to go to a warmer climate. Squirrels are 
busy gathering their store of food for the win- 
ter's feasting. The nut bearing trees are their 
harvest field. How delighted children are to 
watch them as they jump nimbly from tree top 
to treetop, and chatter in a sociable sort of way. 

The chestnut leaves are rusty and the burs a 
deeper brown. How clear is the air, how per- 
fect the stillness ! 



JUST HOW. 15 

Collections of as many kinds of nuts as the 
locality affords will be of great value for morn- 
ing- talks, as well as leading up to the lesson of 
the chart. If they can see the squirrel among 
the trees they will not soon forget him, and will 
recognize the picture with much glee and be 
glad to talk about him. 

Compare the different kinds of nuts until they 
know each kind at sight. The squirrels carry 
two nuts at a time. Do you know how 1 



Lesson IIL 

The purple haze is upon the hills. Fruits, 
save in the late apple orchards, are harvested. 
The sickle has done its work in the cornfields, 
and the shocks stand in regular rows, exposing 
to view the yellow pumpkins, hitherto hidden 
from our sight by the tall stalks of corn. 

From the time the kernels are planted in early 
May, the story of the corn is full of interest. 
Its tall stalk with sword-like leaves, its strange 
flowers, and ear covered with flossy silk are ever 
a beautiful study. The nearest garden or farm 
will offer the opportunity of securing this for 
the lesson. The pupils may become well ac- 
quainted with it, and are then ready for the 
reading lesson. 



16 JUST HOW. 

THE SQUIRREL. 

High on the branch of a walnut tree, 

A bright-eyed squirrel sat; 
What was he thinking so earnestly ? 

And what was he looking at ? 

The forest was green around him, 

The sky all over his head; 
His nest was in a hollow limb, 

And his children snug in bed. 

He was doing a problem o'er and o'er, 

Busily thinking was he ; 
How many nuts for this winter's store, 

Could he hide in the hollow tree ? 

He sat so still on the swaying bough. 
You might have thought him asleep. 

Oh, no ; he was trying to reckon now, 
The nuts the babies would eat. 

Then suddenly he frisked about, 

And down the tree he ran, 
*' The best way to do without a doubt, 

Is to gather all I can." — Selected. 

Review. 

The suggestions given for the previous month 
are equally applicable for this. 



yUST HO W. 17 

NOVEMBER. 



Lesson L 

Jack Frost has been among the flowers and 
leaves, and his crystal foot-prints have marked 
a pathway on the grass. There is only a hint 
of color here and there. The wind comes down 
from the north some morning and the air is 
chilly. The birds have gone to a warmer 
clime. 

If you are in the country you will be surprised, 
perhaps, to hear the call of the wild geese as they 
iiy over your head on their journey southward. 
Notice how faithfully they seem to obey direc- 
tions as they follow the leader, keeping always 
in the form of a V. 

If you have from day to day drawn the atten- 
tion of the pupils to the flight of the birds and 
the reason for it, they will be on the alert to 
see and hear, and from their own observations 
will have much to tell. Facts about the life of 
the wild geese and other water flowl will be 
of service.- 

Games in which the children personate flying 
or hopping birds are hailed with delight, and 
aid in developing both ideality and imagination. 

All of this will assist in preparing the active 
minds for the matter of the reading lesson. 



18 JUST HOW. 

Lesson IL 

What pleasant recollections of country life this 
farm-yard scene suggests. To the child of the 
rural district its very familiarit}^ will enhance 
its value. To others it will recall memories of 
happy days at grandpa's farm, when feeding the 
poultry was one of the good times to look for-^ 
ward to. 

Froebel's plan for the ideal kindergarten was 
that children should have the care of domestic 
fowls and animals, and become familiar with 
their habits. 

The gain to the child would be manifested in 
gentleness, kindness, and a wholesome respect 
for the rights of all creatures. 

Conversation previous to seeing the picture, 
in regard to the turkey, its color, appearance, 
food, strength, — its manner of flying, its desire 
to roam at large, its service to us as an article 
of food, will with ready facility lead to the 
sentences of the lesson. 

As in previous lessons, the pupils are to be 
encouraged to make sentences of their own, 
after becoming acquainted with those on the 
chart. This will lead to independence in the 
use of the script and develop original thought. 



JUST HOW. 19 

Lesson IIL 

Thanksgiving week is so short, holding as it 
does but the three school days, the full time 
will be needed for the little lesson in history, 
and the real purpose of Thanksgiving day. 

Make all stories for your children as graphic 
as possibly, using simple, concise language. 

The story of the Mayflower coming from a 
foreign land, with its company of brave people 
who sought for their children a freedom they 
had never known, may be the beginning of 
history for the little ones. A descriptio'n of 
home life as it existed then will show by con- 
trast the many things we have to be thankful 
for in our own lives. 

In the writer's own experience it has been 
found helpful and suggestive to ask the children 
to name all the things for which they are thank- 
ful on this Thanksgiving day. It gives a clue 
to the child's character oft-times, that might not 
be discovered otherwise. 

Lead carefully the thoughts of the material 
things we are thankful for, to the higher, spiritual 
possessions, such as friendship of schoolmates, 
trust and confidence of grown-up friends, family 
affections, and the advantages of home and 
school in a free country. 



20 JUST HOW. 

Review, 

Emphasize the drill in the long and short 
sounds of the vowels indicated, increasing the 
list of words carefully. 

WE THANK THEE. 

For flowers that bloom about our feet ; 
For tender grass, — so fresh, so sweet ; 
For song of bird, and hum of bee; 
For all things fair we hear or see, 
Father in heaven, we thank Thee ! 

For blue of stream, and blue of sky ; 
For pleasant shade of branches high ; 
For fragrant air and cooling breeze ; 
For beauty of the blooming trees, 
Father in heaven, we thank Thee ! 

For mother love, and father care ; 
For brothers strong and sisters fair ; 
For love at home and here each day ; 
For guidance, lest we go astray. 
Father in heaven, we thank Thee ! 

— Pri7?ia?y Selections. 



JUST HOW. 21 

DECEMBER. 



Lesson L 

It is the time of the north wind. We gather 
closely about the glowing fire. We put on our 
warmest wraps. We are careful to shut the 
outer doors closely. 

The shepherd with his dog goes forth to 
bring the slieep in from the hills before the com- 
ing of the first snow storm. 

How they recognize his protecting care and 
huddle closely. They follow his voice, and his 
dog is his faithful helper. 

The wool of the sheep furnishes our warm 
woolen clothing, its flesh becomes our food, to 
give us strength to withstand the stress of 
winter's cold. What should we do for the 
creatures on which we so much depend? 

A story of a lost sheep among the hills and 
the long search of the shepherd and his dog, — 
the rescue and return to the fold, may be told 
after the sentences of the lesson page have been 
developed. Familiar with the shepherd's life 
and work in the open air, how easy the transi- 
tion of thought when we speak of the shepherd's 
part in the real Christmas story. 



22 JUST HOW. 

LESSON IL 

The Christmas tree and its accessories, with 
all the festivities that are part of this season, 
now occupy the thoughts of all, both old and 
young. Why should not the little ones read of 
that which is uppermost in their minds? 

Have a talk about the evergreens, get branches 
of the different kinds obtainable, — compare 
them, cedar with pine, for instance, hemlock 
with balsam. Where do they grow ? Do they 
have flowers? Do they have fruit? Did you 
ever see it? From what country do we have 
the pretty custom of the Christmas tree? Ask 
the pupils to tell stories of their own Christmas 
trees or those they have seen. Let them truly 
hurrah for the Christmas tree with all their 
hearts, and picture on the blackboard such a 
tree as they would like to have. Tell Hans 
Anderson's story of '' The Fir Tree." 

LESSON IIL 

By the third week it is time for the real 
Christmas story, the most beautiful one of all. 

It is of the shepherds watching their flocks 
by night, and guided by the star to the manger, 
where the world's best Christmas gift was found 
by the wise men who brought their gifts. 



yUST HO W. 23 

The song the angels sang is for us to-day. It 
is voiced by the bells in the steeple. 

If we have the spirit of good-will we will not 
forget the lonely children, nor any less favored 
than ourselves. The blessedness of Christmas 
consists not in what we get, but what we give. 

" God rest ye, little children ; let nothing you affright, 
For Jesus Christ, your Saviour, was born this happy 

night ; 
Along the hills of Galilee the white flocks sleeping lay, 
When Christ, the Child of Nazareth, was born on 

Christmas day." 

JANUARY. 



LESSON L 

After the holiday vacation pupils and teacher 
should return to school work refreshed, and 
ready to work at their best. 

Pupils that entered at the beginning of the 
year should be able to name the days of the 
week, and the months up to this time. 

They should have observed the shortening of 
days and lengthening of nights through Decem- 
ber,— noticed the phases of winter weather, the 
absence of flowers and birds, and learned that 
winter is the rest time of the year. 



24 JUST HOW. 

Tell about the old year passing away, give 
the new date and introduce the New Year. 
Every day brings some new work for us to do. 
How shall we do it? A little better each day, 
kind things for others — be gentle, patient, and 
loving. This is to grow. The old year passes 
away. It can not come back to us. The new 
year is the little child knocking at the door to 
bring us new days and new months. When we 
do our work well, we are happiest. 

Lesson IL 

What a pleasure is the first snow storm ! Per- 
haps it comes in the night and we waken to 
find a world new clothed in garments of white. 
Trees bend low beneath their weight. The gate 
posts are cushioned as if with softest velvet. 
Sleds are brought forth to try the new snow, 
warm mittens are in demand, and outdoor 
spo-rts of winter begin for the children. 

Share their glee and enter heartily into their 
enjoyment. Love the things they love, and you 
win a loyalty that stands every test. 

Use the microscope and study the lovely star 
forms as the flakes fall on 3^our dark garments. 
Notice how true and symmetrical they are to 
the pattern. Picture them on blackboard and 



JUST HOW. 25 

slate. Draw the outline forms on cardboard of 
a pale blue tint and sew with white sewing silk. 
What does the snow do for the earth ? for the 
plants? for the farmer? What can the west 
and north winds do with it? What will the 
south wind do with it? How do we travel 
through snow ? Not all of this on one day, but 
a little each day leading up to the lesson. 

" Where are the flowers ? Don't you know ? 

Why Mother Nature long ago 

Tucked them up in their cunning beds, 

Pulled the blankets over their heads, 

And patting them down so snug and nice. 

Said, ' Lie there, darlings, as still as mice. 

For when Spring comes back with sunny showers, 

I will waken my pretty flowers. 

So they're all asleep, as fast as can be, 

With the snow spread over them, don't you see ? ' " 

LESSON IIL 

Sometimes on our way to school of a winter 
morning we notice some curious little tracks in 
the snow. We may follow them to the orchard, 
or to the edge of the woods and possibly get a 
sight of our friend the rabbit. How bravely he 
endures the cold ! What a soft fur coat he 
wears. What long ears he has ! He is quick 
to listen. He must be on the lookout for 



26 JUST HOW, 

enemies. He fears the hunter and the dog. 
What food will he find when the ground is 
covered with snow ? He likes the tender bark 
of young trees. He is one of the gentlest crea- 
tures. Let him always find the children his 
friends. Develop the thoughts of the chart les- 
son by well chosen questions. What other 
animals wear fur? Are they tame or wild ? The 
hare is cousin to the rabbit. Tell the story of 
" The Hare and the Tortoise." 



FEBRUARY* 



Lesson L 

Now that a flag is provided for every school 
building, only the most indifferent teacher will 
be unprepared to make the lesson of the flag an 
interesting one. 

The simple story of the making of the first 
flag, the bravery of those who have ably de- 
fended it in times of danger, its use on Memorial 
Day and other days, are good for foundations 
of talk preparatory to this lesson of the flag. 

The flag salute should be in every school, 
and its significance made plain to the youngest 
pupil. The foundations of good citizenship must 
be laid early. 



JUST HOW. 27 

LESSON IL 

LINCOLN'S BIRTHDAY. 

Tell the story of his life without telling his 
name at first, beginning with childhood days on 
the frontier, the life in the wilderness, the hard- 
ships as compared with our comfortable homes. 
Describe the interior of the log house with its 
big fireplace that afforded the only light oft- 
times, for the boy hungry for learning, to 
study by. 

There was the long walk to school for the 
brief time he attended. Dwell upon his kind- 
ness of heart, his defense of those needing help, 
or a kind word. 

His desire for knowledge made him a wise 
man, strong to help others. The people loved 
him, and made him their President. He gave 
freedom to those in bondage. Say nothing of 
his tragic death to young children, let that be 
left until they are older. The value of a noble, 
upright character to the individual and to the 
world, will leave its impression indelibly. 

LESSON IIL 

GEORGE WASHINGTON. 

Washington's birthday is now so generally 
observed that every teacher makes careful 



28 JUST HOW. 

preparation that it may not become hackneyed. 
Children may be allowed to tell all they know 
of him. Any false information heretofore gained 
by various sources may be corrected. Make a 
clear picture of the Virginian home, the boyhood 
days on the farm, his love of horses, his obedi- 
ence to his mother, his skill as a soldier and the 
value of a great man to the nation, and to us, 
the people of to-day. " 'Tis only noble to be 
good." We learn the secret of becoming great, 
if we do things every day in a kindly, noble 
way. Obedience, truthfulness, respect for the 
rights of others must become habits of mind 
and conduct. 

The man who could wisely control himself 
was made a leader of many soldiers, and the 
ruler of the nation. 

MARCH. 



Lesson L 

The winter is loosening its hold. There is a 
hint of spring in the air. Out in the woods the 
farmer is tapping his maple trees and getting 
out the utensils for sugar making. Country 
children who are familiar with the process will 
be eager to tell what they know, and of their 
enjoyment in the sugar grove when they are 



JUST HOW. 29 

allowed to help. To city children it is almost 
unknown, unless they have been privileged to 
visit some sugar grove at the time of making. 

Describe the process of sugar making in the 
early years of the country. Then rough troughs 
hewn from logs were used to catch the sap as it 
fell. The sap was boiled in a large iron kettle 
hung over a fire in the open space between 
trees. People thought of better ways and so 
the wooden bucket came in use and a house 
was built in the woods where the "boiling" 
w^as carried on. Now the wooden buckets are 
replaced by tin ones, easy to keep clean and 
lighter to handle. 

Draw out the story of the tapping, gathering 
sap, boiling it in the large pan, and " sugaring 
off." If a grove can be visited it will be the 
best illustration. 

The occupations of sew^ing, drawing, and 
modeling may be happily associated with this 
idea. By all means have the little cakes of 
sugar if possible, even though one or two cakes 
have to be divided among several children. 

Lesson IL 

Usually by the middle of March the buds on 
the trees take on an appearance they have not 
worn before through the winter. 



30 JUST HO W. 

The life of the new leaf stirs within. Some 
of the larger buds like the horse chestnut, have 
a waxy appearance. Ask the children to bring- 
twigs from as many kinds of trees as they can 
reach. 

Some of these may be placed in dishes of 
water by the windows to slowly unfold. The 
twigs of common fruit trees respond most 
readily to this. Others should be observed 
closely that we may learn to distinguish them 
before the leaves come. Notice the arrange- 
ment on stems, and any peculiar markings, or 
coloring of the bark. Watch for any changes 
that come as the buds unfold from week to week. 

Be very painstaking in leading up to the 
thought put in sentences on the chart. Do not 
fail to make use of new sentences the children 
may give, using the same words in several com- 
binations. 

Lesson IIL 

The robin is the harbinger of spring. Young 
and old begin to listen for his song with the 
first balmy air that comes, borne on the south 
wind. None more joyous in saluting him than 
the children. One will tell of seeing him in the 
orchard, another in the top of the elm at sunset, 
and still another has not seen him but has surely 
heard him singing. 



yUST HO W. 31 

Sometimes a belated storm arrives and robin 
disappears from sight. Do not be alarmed, lie 
is not far away. He has only taken shelter 
among- the thick branches of the evergreens and 
will come forth jubilant as ever when the storm 
has passed. 

Where does he build his nest? Of what does 
he build it? How many eggs are laid in the 
nest? When does he sing best? What is he 
looking for when he hops around on the lawn ? 

APRIL. 



LESSON L 

With the coming of April days we look for 
showers that shall waken the sleeping plants, 
and bring us an abundance of flowers both in 
the garden and wildwood. 

It is not well to form a habit of complaining 
about the weather. The storm is as necessary 
to Mother Nature's plan as the sunshine. Child- 
ren taught to see the beauty in a rain storm, and 
helped to understand how much good it does, 
will recognize the wisdom of accepting all 
weather as wisely ordered for our best good, 
and if we accept it with all cheerfulness our 
lives are sure to be happier. 



33 JUST HO W. 

Try to make the stormiest days the pleasantest 
ones in the school-room. 

The sunshine is so often mingled with the 
April showers that we may expect to see the 
rainbow some day spanning the eastern sky of 
an afternoon. This affords an opportunity for 
stories of the rainbow, such as '' The Pot of 
Gold," the '' Building of the Ark " and others. 

Color gives pleasure to the eye. The colored 
sticks may be used to lay pictures of the rain- 
bow on the desk. Assorting bits of colored 
sewing silks is a good training for eye and 
fingers. Sing the song, '' How the Rain Comes 
Down," while fingers imitate the sound of pat- 
tering drops on the roof. 

Look for the rainbow colors in the drops of 
water clinging to the twigs after a shower when 
the sunshine strikes them. 

Teach the orderly arrangement of the colors 
in the rainbow, and look for the first putting 
forth of early plants and flowers. 

This is one of the most attractive pages of 
the chart and should be treated with care. 

Lesson II* 

The eyes of the country children are quick to 
find the first Pussy Willow, and no exertion is 
too great that secures a bunch for teacher's desk. 



JUST HO W. 33 

Wild flowers are eagerly sought for the same 
purpose, and no matter how secluded the place 
where the hepaticas and spring beauties first 
appear, the children are sure to search them out. 
One wild flower foretells the coming of many 
more. Even the dandelions scattered like gold 
along the grassy places come in for a share of 
the children's affection. 

Stories and legends of flowers are a part of 
the school-room's daily talk from this time on, 
and the very youngest will be glad that they 
have a portion all their own in this lesson of the 
chart. Teach the names of all the wild flowers 
and those of the garden as they bring them to 
you day by day. 

Lesson IIL 

Froebel's birthday is becoming a day gener- 
ally celebrated in all primary schools as well as 
in the kindergarten. The teacher of the country 
school is no less privileged if she will only do 
the same. Surely we maj^ well do honor to one 
who has done so much for education. The 
story of his childhood in the German forest, 
watching the builders day by day, holds the 
rapt attention of every little one that hears it. 

His life among the trees and birds, his love 
for flowers and little children has a wholesome 



34 JUST HOW. 

effect. Wreaths about his picture, and flowers 
for every one, while they play the games he 
loved best is the celebration he would desire 
more than any other. 

The mother hen with her little ones, em- 
phasizes his great stress on the mother's love 
and protecting care, w^hile it bids us ever to be 
kind and gentle to the creatures God has made. 

As nothing in the \vorld is more beautiful 
than childhood, so nothing is too beautiful or 
too good to aid in its development. The Easter 
time holds a place that must not be overlooked. 
The chrysalis, the sprouting seed, the bulb pre- 
pared for this time are all significant of the new 
life. To the melody of Easter bells and the har- 
mony of Easter music the child heart is most 
responsive. 

SPRING. 

The little birds fly over, 

And oh, how sweet they sing ; 

To tell the happy children 
That once again 'tis spring. 

The alder by the river 

Shakes out her powdery curls ; 

The pussy willows blossom 
For little boys and girls. 



JUST HO W. 35 

And buttercups are coming 

And scarlet columbine ; 
And in the sunny meadows 

The dandelions shine. 

And just as many daisies 

As their soft hands can hold, 
The little ones may gather 

All fair in white and gold. 

Here blooms the warm red clover, 

There peeps the violet blue ; 
Oh, happy little children ! 

God made them all for you. 

— Grace Mallery, 

MAY, 



LESSON L 

Whose heart has not thrilled with delight on 
receiving a dainty May basket sweet with wild 
violets and softest green moss,or set with feathery 
ferns and glorified with primroses or cowslips? 
It is one of the prettiest customs of children's 
folk-lore, and we may well seek to perpetuate it 
for future generations. 

Oft-times the dearest part may be the assur- 
ance from the blushing little giver that '' I made 
it all myself." Where kindergarten occupations 



36 JUST HOW. 

are in use, desirable little baskets can be formed 
with the folding papers that answer the purpose 
when others are not at hand. 

Usually the first week of May finds the orchard 
all in bloom. How we love the apple blossoms ! 
Its pink and white coloring is pleasant to the 
eye, its perfume is grateful to the sense of smell. 
Insects hum among the branches, and here and 
there the delicate petals float upon the air. 

Encourage the children to have gardens of 
their own, to plant a tree for Arbor Day, and to 
tend and care for it themselves. 

The activity of children can be so directed in 
these ways that the encouraging word should 
never be withheld. A plat of ground in the 
school yard, prepared by the united efforts of 
teacher and pupils, wherein seeds that grow 
readily should be planted, and the children held 
responsible for weeding and watering, will yield 
pleasurable results. 

LESSON !!• 

If we take a May walk in the woods we shall 
doubtless find the wake-robin or trillium that 
tells us with its snowy blossoms ''AH the birds 
are back again." If, from day to da}^, we have 
noted the coming of the birds from the time of 
the advent of robin and bluebird, we have a 



JUST HO W. 37 

fair acquaintance with our feathered friends. 
Perhaps some morning- it was the note of the 
oriole singing to its mate, as they repaired, in a 
cheerful sort of way, the abode of last year. 
We have found the phebe's nest hidden under 
the bridge, and watched the wren rebuilding- in 
the bird house. We have found the ground 
bird's nest in the meadow g-rass and heard the 
rollicking song of the bobolink as he flew above 
our heads. The swallows under the eaves of 
the barn are the real home makers, while the 
tiny ball-like nest of the humming bird is 
warmed by the same mother love. 

What bird builds the nicest nest? What bird 
builds near our dwellings? What one builds a 
hanging nest ? How shall we show ourselves 
the friend of the birds ? 

To create an interest is the main thing; ways 
of presenting the lesson will readily suggest 
themselves when the subject is as vitally inter- 
esting as this. 

LESSON in* 

The boy with the new fish-hook and line, may 
be more interested in that than in what you 
have to say, some fine morning in May. 

What will you do about it? Take it away 
and put it on your desk and reprimand him so 



38 JUST HO W. 

severely that he will hate you the rest of the 
summer? That is not the wiser way. To win 
the boy's affection and loyalty you must love 
the things that he loves ; only through these can 
you reach the forces that are to mold his char- 
acter. 

Spend a morning or more talking of the little 
streams that begin with the springs far up 
among the hills, where the birds of the wood 
come for their morning bath, and tiny water- 
loving plants set their roots along its edges. 
Farther down in the pastures the little streams 
join hands with others and together they form 
the larger stream that hastens through the land, 
turning mill wheels, dashing over rocks, spread- 
ing out in deep shadowy pools, where tall trees 
reach their branches across, shutting out the 
sunlight. Fishes glide in and out among the 
smooth pebbles. This is the lovely spot well 
known to the boy with the hook and line, and 
where he loves to come. 

What kind of fish do we find in these streams ? 
Where is the fish in the winter? How many 
kinds of fish have you ever seen ? Sing, " Give, 
Said the Little Stream." 

Conversation of this character should precede 
the presentation of the chart lesson. Quick 
recognition of the thing talked about awakens 
ready expression. 



JUST HOW. 39 

JUINTE. 



Lesson l 

All hail the fairest month of the year ! With 
bird songs and the voices of rippling streams 
to gladden our ears, with a wealth of flowery 
fields and wa3^sides to cheer the eyes and heart, 
with luscious berries to satisfy the taste, this 
queen month of the year pours forth her lavish 
gifts to all. Sunrise comes early and the long- 
est, rarest days of summer are ours for work 
and play. 

The children with the year's training of eye, 
and ear, and heart, have noted with quickened 
observation every new phase of nature from 
day to day. The soft grass under their feet, the 
fluttering leaves over their heads, have each a 
message. The home of the bird is watched but 
is unmolested. Birds are called each by their 
own name and crumbs are scattered for their 
comfort. 

The gentle hand protects the hovering insect, 
while wantonness and cruelty are replaced by 
kindness and love, 

June is the supreme month of flowers. The 
humblest school-room may bloom as a bower 
with the children's gatherings. The buttercup 
scatters its yellow gold freely through the 



40 JUST HOW. 

meadow. We study its curious leaf so like the 
crow's foot. Daisies whiten hillsides and wave 
in the summer breeze. We find new flowers 
every day. How easy then to put our thoughts 
in words, of these dear flower friends. 

LESSON m 

Down among the clover blossoms some one 
is busy. Hum, hum, hum, we hear him going 
from flower to flower. This is the honey bee's 
market place and he will go away well laden. 
White clover for the honey bee, crimson for his 
sturdier brother the humble bee. 

See the bees come back to the hive and 
unload their burden. What a wise queen and 
how loyal her subjects. The bee can tell us 
many things as we watch him in his tireless 
work. Do bees ever play? Do they ever rest? 
Where may we find the wild bee's nest? What 
do they call the lazy bees? 

Lesson IIL 

Surely there must be a field lesson or two in 
June, when by the roadside we find the sweet 
briar rose awaiting our coming. Doubly sweet 
is she since leaf and flower exhale a fine per- 
fume. Her cousins of the garden, gorgeous in 
rich coloring nod over the wall a graceful rec- 



JUST HOW. 41 

ognition. What can be fairer than the rose 
garden in June? Red and yellow, pink and 
white ones grow side by side. Summer's first 
fruit is the gift of June. A starry white flower 
creeping low among green leaves foretold its 
coming, and lo, ere we are aware the straw- 
berry blushes scarlet at our feet in the well kept 
garden bed. How pleasant they are to the 
taste, and for this fine fruit we praise our gra- 
cious month of June. 

The wild strawberry roves along the green 
slopes and through the upland meadows. We 
may fasten some large green leaves to form a 
basket and heap it high with the clustering stems. 

O month of June thou bringest rare gifts to 
all the little children ! It is ours to teach them 
to look and to listen, to love and be glad. 

" June is queen among them all, 
Roses blossom at her call; 
All her paths are strewn with flowers, 
Through the long, bright, sunny hours. 
Lovely June; with gentle hand. 
Scatter blessings o'er the land; 
Paint the roses white and red. 
While the pansies in their bed, 
Open wide their sleepy eyes. 
June has such a happy way. 
That the neighbors always say, 
Come again another day." 



42 JUST HO W. 

REVIEW. 

That each pupil knows every word of the 
chart at the end of the year is not the most im- 
portant consideration. That all have been 
vitally interested in what they have read is of 
greater consequence. 

If the children have learned to see the real 
things in life, to notice the flower of the field 
and the bird of the air ; if they have begun to 
think intelligently, observe keenly and tell their 
thoughts and observations clearly, the teacher 
may count her work fairly successful. 

The names of the months should be familiar 
at the end of the year, and characteristics of 
each be readily given. 

It is hoped that the occasional poems and 
memory gem at the close will be given to the 
pupils, and any others of similar import, the 
liberal mind of the teacher may find appropriate. 



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